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A Professional Development Plan

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by

Gena Powers

on 2 April 2015

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Transcript of A Professional Development Plan

A Professional Development Plan

By
Gena Powers

For
Emma Elementary School
Buncombe County Schools, Asheville, NC

This Professional Development Plan for Emma Elementary School, focuses on the lesson study model. The goal of this PDP is to address the challenges faced by educators and administrators at a school with a diverse population and a great need for literacy improvement. At Emma 48% of the population are ESL students, and 93% qualify for free and reduced lunch. Emma scored 45% on the EOG in Reading, on the 2013-2014 North Carolina School Report Card, which is below the county and state average. This PDP will focus on improving student literacy, while individualizing instruction to meet the needs of all students though: improved instruction, technology integration, & collaboration with ESL teachers.
ESL is one of the most demanding and challenging instructional areas in education today. Almost every problem English as a Second Language (ESL) students or English language learners (ELL) faces is magnified by their limitations to consume and produce high-quality English. Every assignment takes longer and requires more individual instruction than with non-ELL students. Working with ESL students places additional demands on time, resources, and personnel; and involvement from families is often difficult to obtain. With almost half of Emma's students speaking Spanish as their first language, we face literacy challenges on a daily basis. These challenges center on instruction in the classroom, but also include home/school communication, which is made extremely difficult with a high percentage of parents not speaking or reading English.
Introduction
Needs Assessment
The Plan
Literacy Instruction through Technology Integration

Evaluation Plan
My goal for the evaluation of this professional development is to see if the investment of time, energy and funds had a positive impact on the quality of instruction at Emma, which in turn will help to address the literacy deficiencies I have identified.
Evaluation Questions
1. Did literacy instruction improve at Emma through the implementation of lesson study?
Was literacy instruction improved with the increase of technology integration?
Was literacy instruction improved through a focus on individualized instruction?
Was literacy instruction improved by collaboration with ESL teachers?

2. Has a culture of teamwork and collaboration become the norm at Emma though the implementation of lesson studies?
Are teachers collaborating with other teachers on their grade level?
Are general education teachers collaborating with ESL teachers?
Are all teachers and staff members collaborating and working as a team to positively impact literacy instruction?



An internal evaluation using a survey of all teachers and staff that participated in the professional development activities will be given; including forced response and open ended questions. The survey will address information needed to answer the evaluation questions. Data will be gathered online and transferred to a data base.

Individual Interviews will also be conducted with members of all grade levels and departments, to ask for more in-depth responses to evaluation questions, and to gage overall changes in attitude toward collaboration and teamwork.

The data gathered from the survey
will be used to make adjustments and improvements for future professional development and ongoing lesson study.
It will be used to justify ongoing lesson study and to identify new needs. The data gathered will be reported to administration and used in school improvement planning.
Answering the
evaluation questions
How will the data gathered be used?
This concludes my professional development plan which includes a needs assessment, professional development outline and evaluation plan. This comprehensive PDP uses the lesson study model to encourage the integration of technology to provide relevant, individualized literacy instruction. It was also designed to encourage communication and collaboration among teachers and staff.
I. Introductory professional development meeting introduce:
Lesson Study Professional Development Plan and Technology Tools that can Enhance Literacy Instruction.

A. Introduction of Lesson Study PD Plan and collaborative discussion with staff to decide what aspect of literacy instruction to focus on.
http://www.educationworld.com/a_admin/admin/admin382.shtml

B. Introduction of Technology Tools and website to collect and share new technology tools.
1. Examples of technology tools and web based ideas that can be used to boost literacy:

http://www.edweek.org/dd/articles/2011/02/09/02literacy.h04.html

http://www.reading.org/literacy-daily/classroom/post/engage/2014/10/10/supporting-struggling-readers-online-tips-and-resources
II. Teachers collaborate by grade level with the input of ESL teachers, to create literacy lessons integrating new technology tools, and to come up with expectations for the lesson. Once the lesson is completed, one teacher from the group volunteers to teach it to his or her class with the help and guidance of the literacy coach and instructional technology facilitator, the other teachers are given release time to observe the implementation of the lesson, and note if and how it met expectations.

Using Technology to Support Literacy: http://myweb.uiowa.edu/hollingw/index_files/viewcomplimentarytitle.pdf

http://www.balancedreadinginstruction.com/uploads/1/8/9/6/18963113/ejbri_v1i2_shettel__bower_infusing_technology_into_balanced.pdf

III. Whole staff collaboration meeting to analyze lessons: review notes, and decide what revisions are needed; what worked and what didn’t work.

IV. Teachers collaborate as a grade level with the input of ESL teachers, to complete the revisions on the lesson, another teacher will volunteer to teach the revised lesson the literacy coach and instructional technology facilitator will be available for support as needed, the other teachers will observe the lesson and document student progress.

V. Whole staff meets to share successes and brainstorm to address problem areas.

VI. Dates will be set for ongoing professional development, to share new technology integration tools and literacy instruction ideas; and to continue the implementation of lesson study groups.
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